Work-In-Progress-Teaching Invisible Phenomena and Virtual Experiments: Immersion or Augmentation?

This work-in-progress discusses Immersive Virtual Reality and Augmented Reality for teaching invisible phenomena and virtual science experiments in Materials Science. Immersion, coupled with 3D spatial interaction, is useful when the knowledge to be acquired is procedural, to create a sense of scale...

Full description

Saved in:
Bibliographic Details
Published in2021 7th International Conference of the Immersive Learning Research Network (iLRN) pp. 1 - 3
Main Authors Bourguet, Marie-Luce, Romero-Gonzalez, Maria
Format Conference Proceeding
LanguageEnglish
Published Immersive Learning Research Network 17.05.2021
Subjects
affordability
Augmented reality
Education
immersion
invisible phenomena
Materials science and technology
Navigation
scale
Testing
Three-dimensional displays
virtual and augmented reality
virtual experiments
Online AccessGet full text
DOI10.23919/iLRN52045.2021.9459308

Cover

More Information
Summary:This work-in-progress discusses Immersive Virtual Reality and Augmented Reality for teaching invisible phenomena and virtual science experiments in Materials Science. Immersion, coupled with 3D spatial interaction, is useful when the knowledge to be acquired is procedural, to create a sense of scale and to allow easy navigation within a large experimental space. Immersion is also beneficial to transport the learners into the world of the infinitesimally small, when the phenomena occur at atomic scale. Conversely, augmentation is better for experiencing phenomena that can be triggered by interacting with real objects. Deployment, affordability and use in actual teaching are also discussed.
DOI:10.23919/iLRN52045.2021.9459308